<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592018000100317</article-id>
<article-id pub-id-type="doi">10.18593/r.v43i1.14509</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e inclusão educacional: percepções de docentes da educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and educational inclusion: perceptions of teachers of basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículum y la inclusión educativa: percepciones de los profesores de educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prais]]></surname>
<given-names><![CDATA[Jacqueline Lidiane de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Hallison Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Adriana Regina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Programa de Mestrado e Doutorado em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>317</fpage>
<lpage>344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Neste artigo discutem-se os pressupostos da educa&#231;&#227;o inclusiva e suas im plica&#231;&#245;es para pensar e analisar o curr&#237;culo escolar. Isso posto, o problema que nor teou este estudo teve como quest&#227;o pensar de que maneira professores da Educa&#231;&#227;o B&#225;sica percebem a rela&#231;&#227;o entre o curr&#237;culo e a inclus&#227;o educacional? Justifica-se essa problem&#225;tica por se entender que quando as inten&#231;&#245;es inclusivas est&#227;o sistematizadas no curr&#237;culo, as a&#231;&#245;es docentes propiciam, por meio da organiza&#231;&#227;o do ensino, a me dia&#231;&#227;o qualitativa para a aprendizagem dos alunos. Para tanto, teve-se como objetivos: identificar conceitos pertinentes &#224; inclus&#227;o e sua rela&#231;&#227;o com o curr&#237;culo educacional e apresentar e analisar percep&#231;&#245;es de docentes da Educa&#231;&#227;o B&#225;sica, que correspon dem, respectivamente, &#224;s se&#231;&#245;es deste artigo. A metodologia utilizada nesta pesquisa tem como pressuposto a abordagem qualitativa, tendo como princ&#237;pio a pesquisa bi bliogr&#225;fica e de campo, na modalidade descritiva, contando com a participa&#231;&#227;o de 30 docentes do Munic&#237;pio de Londrina, PR. Utilizou-se como instrumento de coleta de dados um question&#225;rio analisado em tr&#234;s categorias elencadas a posteriori pela an&#225;lise de conte&#250;do. Tem-se como principais resultados e discuss&#227;o que a maioria dos docen tes participantes concebe o curr&#237;culo como conte&#250;dos a serem ensinados e aprendidos, bem como que o curr&#237;culo influencia na efetiva&#231;&#227;o ou n&#227;o da inclus&#227;o. Os professores envolvidos nesta pesquisa destacaram, como um dos aspectos a serem abordados por meio do curr&#237;culo da educa&#231;&#227;o inclusiva, a necessidade de fazer uma avalia&#231;&#227;o das limita&#231;&#245;es e possibilidades dos alunos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article discusses the assumptions of inclusive education and their im plications to think and analyze the school curriculum. That said, the problem that guided this study was thinking about the way that teachers of basic education under stand the relationship between the curriculum and the inclusive education? The theme is justified because we believe that when the intentions of inclusive education are systematized in the curriculum, the actions teachers provide, through the organization of education, mediation qualitative research to student learning. Therefore, the study aims to: (i) identify concepts relevant to inclusion and its relationship with the school curriculum, and (ii) present and analyze the perceptions of teachers of basic educa tion, which correspond, respectively, the sections of this article. The methodology used in this study has as a prerequisite the qualitative approach, having with principle bibliographic research and fieldwork in descriptive form, with the participation of thirty (30) teachers of the county of Londrina/Paran&#225;. It was used as an instrument of data collection a questionnaire analyzed in three (3) categories listed retrospectively by content analysis. Has as main results and discussion: that the majority of teachers participating conceives the curriculum as content to be taught and learned, as well as, that the curriculum has an influence on the realization of inclusive education. The teachers involved in this study highlighted, as one of the aspects to be dealt with by means of the curriculum of inclusive education, the need to make an assessment of the limitations and possibilities of the students. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este art&#237;culo analiza los supuestos de la educaci&#243;n inclusiva y sus impli caciones para pensar y analizar el curr&#237;culo escolar. Dicho esto, el problema que gui&#243; este estudio ten&#237;a como una cuesti&#243;n de pensar de esa manera los profesores de educaci&#243;n b&#225;sica comprender la relaci&#243;n entre el curr&#237;culo y la inclusi&#243;n en la educaci&#243;n? Este problema est&#225; justificada porque cuando las intenciones de inclusi&#243;n est&#225;n sistematizados en el curr&#237;culum, las acciones docentes proporcionar, a trav&#233;s de la organizaci&#243;n de la educaci&#243;n, la mediaci&#243;n investigaci&#243;n cualitativa para el aprendizaje del alumno. Por tanto, el estudio pretende: (i) identificar conceptos rele vantes para la inclusi&#243;n y su relaci&#243;n con el curr&#237;culo de la educaci&#243;n y, (ii) presentar y analizar las percepciones de los profesores de educaci&#243;n b&#225;sica, que correspon den, respectivamente, en las secciones de este art&#237;culo. La metodolog&#237;a utilizada en este estudio tiene como requisito el enfoque cualitativo, teniendo como principio la investigaci&#243;n bibliogr&#225;fica y de campo, en la modalidad descriptiva, con la partici paci&#243;n de treinta (30) profesores del Municipio de Londrina/Paran&#225;. Se utiliz&#243; como instrumento de recolecci&#243;n de datos un cuestionario analizado en tres (3) categor&#237;as enumeradas, m&#225;s tarde, por el an&#225;lisis de contenido. Tiene como principales resulta dos y discusi&#243;n: que la mayor&#237;a de los profesores participantes concibe el curr&#237;culo como contenido a ser ense&#241;ado y aprendido, as&#237; como, que el programa de estudios tiene una influencia en la realizaci&#243;n de la inclusi&#243;n. Los profesores implicados en este estudio destaca, como uno de los aspectos a tratar por medio del curriculum de la educaci&#243;n inclusiva, la necesidad de realizar una evaluaci&#243;n de las limitaciones y posibilidades de los estudiantes. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Percepções Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Docentes]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Teacher Perceptions]]></kwd>
<kwd lng="en"><![CDATA[Basic Educa tion]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Educativa]]></kwd>
<kwd lng="es"><![CDATA[Percepciones Docentes]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592018000100317</article-id>
<article-id pub-id-type="doi">10.18593/r.v43i1.14509</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e inclusão educacional: percepções de docentes da educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and educational inclusion: perceptions of teachers of basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículum y la inclusión educativa: percepciones de los profesores de educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prais]]></surname>
<given-names><![CDATA[Jacqueline Lidiane de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Hallison Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Adriana Regina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Programa de Mestrado e Doutorado em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>317</fpage>
<lpage>344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Neste artigo discutem-se os pressupostos da educa&#231;&#227;o inclusiva e suas im plica&#231;&#245;es para pensar e analisar o curr&#237;culo escolar. Isso posto, o problema que nor teou este estudo teve como quest&#227;o pensar de que maneira professores da Educa&#231;&#227;o B&#225;sica percebem a rela&#231;&#227;o entre o curr&#237;culo e a inclus&#227;o educacional? Justifica-se essa problem&#225;tica por se entender que quando as inten&#231;&#245;es inclusivas est&#227;o sistematizadas no curr&#237;culo, as a&#231;&#245;es docentes propiciam, por meio da organiza&#231;&#227;o do ensino, a me dia&#231;&#227;o qualitativa para a aprendizagem dos alunos. Para tanto, teve-se como objetivos: identificar conceitos pertinentes &#224; inclus&#227;o e sua rela&#231;&#227;o com o curr&#237;culo educacional e apresentar e analisar percep&#231;&#245;es de docentes da Educa&#231;&#227;o B&#225;sica, que correspon dem, respectivamente, &#224;s se&#231;&#245;es deste artigo. A metodologia utilizada nesta pesquisa tem como pressuposto a abordagem qualitativa, tendo como princ&#237;pio a pesquisa bi bliogr&#225;fica e de campo, na modalidade descritiva, contando com a participa&#231;&#227;o de 30 docentes do Munic&#237;pio de Londrina, PR. Utilizou-se como instrumento de coleta de dados um question&#225;rio analisado em tr&#234;s categorias elencadas a posteriori pela an&#225;lise de conte&#250;do. Tem-se como principais resultados e discuss&#227;o que a maioria dos docen tes participantes concebe o curr&#237;culo como conte&#250;dos a serem ensinados e aprendidos, bem como que o curr&#237;culo influencia na efetiva&#231;&#227;o ou n&#227;o da inclus&#227;o. Os professores envolvidos nesta pesquisa destacaram, como um dos aspectos a serem abordados por meio do curr&#237;culo da educa&#231;&#227;o inclusiva, a necessidade de fazer uma avalia&#231;&#227;o das limita&#231;&#245;es e possibilidades dos alunos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article discusses the assumptions of inclusive education and their im plications to think and analyze the school curriculum. That said, the problem that guided this study was thinking about the way that teachers of basic education under stand the relationship between the curriculum and the inclusive education? The theme is justified because we believe that when the intentions of inclusive education are systematized in the curriculum, the actions teachers provide, through the organization of education, mediation qualitative research to student learning. Therefore, the study aims to: (i) identify concepts relevant to inclusion and its relationship with the school curriculum, and (ii) present and analyze the perceptions of teachers of basic educa tion, which correspond, respectively, the sections of this article. The methodology used in this study has as a prerequisite the qualitative approach, having with principle bibliographic research and fieldwork in descriptive form, with the participation of thirty (30) teachers of the county of Londrina/Paran&#225;. It was used as an instrument of data collection a questionnaire analyzed in three (3) categories listed retrospectively by content analysis. Has as main results and discussion: that the majority of teachers participating conceives the curriculum as content to be taught and learned, as well as, that the curriculum has an influence on the realization of inclusive education. The teachers involved in this study highlighted, as one of the aspects to be dealt with by means of the curriculum of inclusive education, the need to make an assessment of the limitations and possibilities of the students. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este art&#237;culo analiza los supuestos de la educaci&#243;n inclusiva y sus impli caciones para pensar y analizar el curr&#237;culo escolar. Dicho esto, el problema que gui&#243; este estudio ten&#237;a como una cuesti&#243;n de pensar de esa manera los profesores de educaci&#243;n b&#225;sica comprender la relaci&#243;n entre el curr&#237;culo y la inclusi&#243;n en la educaci&#243;n? Este problema est&#225; justificada porque cuando las intenciones de inclusi&#243;n est&#225;n sistematizados en el curr&#237;culum, las acciones docentes proporcionar, a trav&#233;s de la organizaci&#243;n de la educaci&#243;n, la mediaci&#243;n investigaci&#243;n cualitativa para el aprendizaje del alumno. Por tanto, el estudio pretende: (i) identificar conceptos rele vantes para la inclusi&#243;n y su relaci&#243;n con el curr&#237;culo de la educaci&#243;n y, (ii) presentar y analizar las percepciones de los profesores de educaci&#243;n b&#225;sica, que correspon den, respectivamente, en las secciones de este art&#237;culo. La metodolog&#237;a utilizada en este estudio tiene como requisito el enfoque cualitativo, teniendo como principio la investigaci&#243;n bibliogr&#225;fica y de campo, en la modalidad descriptiva, con la partici paci&#243;n de treinta (30) profesores del Municipio de Londrina/Paran&#225;. Se utiliz&#243; como instrumento de recolecci&#243;n de datos un cuestionario analizado en tres (3) categor&#237;as enumeradas, m&#225;s tarde, por el an&#225;lisis de contenido. Tiene como principales resulta dos y discusi&#243;n: que la mayor&#237;a de los profesores participantes concibe el curr&#237;culo como contenido a ser ense&#241;ado y aprendido, as&#237; como, que el programa de estudios tiene una influencia en la realizaci&#243;n de la inclusi&#243;n. Los profesores implicados en este estudio destaca, como uno de los aspectos a tratar por medio del curriculum de la educaci&#243;n inclusiva, la necesidad de realizar una evaluaci&#243;n de las limitaciones y posibilidades de los estudiantes. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Percepções Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Docentes]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Teacher Perceptions]]></kwd>
<kwd lng="en"><![CDATA[Basic Educa tion]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Educativa]]></kwd>
<kwd lng="es"><![CDATA[Percepciones Docentes]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
</kwd-group>
</article-meta>
</front>
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